From Theory to Practice: Examining Self-Efficacy and TPACK Among Future Educators

Abstract

This study explored the relationship between Technological Pedagogical Content Knowledge (TPACK) and self-efficacy (SE) among future educators using a descriptive research design with simple random sampling. The sample included 300 future educators from government-aided education colleges in Punjab, categorized by gender and geographical background. Data collection involved the TPACK Scale developed by Schmidt et al. (2009) and the Self-Efficacy Scale by Schwarzer and Jerusalem (1995). Results indicated a strong positive correlation between TPACK components and self-efficacy, underscoring the significance of confidence in managing technology-integrated teaching. Additionally, ANOVA analysis showed notable main effects of gender and locale on TPACK, along with a significant interaction between the two, suggesting that these variables jointly influence technological-pedagogical capabilities. These outcomes highlight the importance of focused professional development, especially for future educators in rural areas, to improve their skills in integrating technology into pedagogy. Future studies could investigate other contributing factors, such as institutional backing and teaching practice, to further support TPACK development.